EDPC 5334 Assessment Assignment One Spring 2014

Designing Instructional Objectives from State Standards Within a Unit of Instruction

Your name: Lili Carrasco
Grade Level: Kindergarten

Subject: Mathematics

Unit Title: Two-dimensional Shapes and Three-dimensional Solids

Purpose of this Unit:
The purpose of the unit is to teach kindergarten students to identify, list attributes of and produce two- dimensional shapes
and three-dimensional solids.
Statement of a state's academic standard(s) that most closely match(es) this unit:
The student applies mathematical process standards to analyze attributes of two-dimensional shapes and threedimensional solids to develop generalizations about their properties.
http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html
Complete reference citation for the state standard(s):
111.2. Kindergarten, Adopted 2012.
(b) Knowledge and skills.
(6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of twodimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is
expected to:
(A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special
rectangles;
(B) identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world;
(C) identify two-dimensional components of three-dimensional objects;
(D) identify attributes of two-dimensional shapes using informal and formal geometric language
interchangeably;
(E) classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of
orientation or size; and
(F) create two-dimensional shapes using a variety of materials and drawings.
http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

Statements of specific instructional objectives students who have studied this unit must achieve in order to demonstrate
that they have attained all or part of the state standard(s) given above.
Once the unit has been completed, the student should be able to:
(1) When shown 10 distinct objects, the student will verbally state whether each is two-dimensional or three-dimensional
with 80% accuracy when prompted by the teacher.

EDPC 5334 Assessment Assignment One Spring 2014

(2) When shown 10 common two-dimensional shapes, the student will verbally name each shape with 80% accuracy
when prompted by the teacher.
(3) When shown 10 distinct shapes, the student will verbally list at least two attributes for each with 80% accuracy when
prompted by the teacher.
(4) When given 20 objects, the student will physically sort them into separate piles based on their shape with 80%
accuracy when prompted by the teacher.
(5) The student will use clay, or other malleable materials, to form common two-dimensional shapes, such as a circle,
square, rectangle and rhombus with 80% accuracy when prompted by the teacher.
Briefly describe how you would assess student performance on the preceding instructional objectives:
As indicated above, in three of the five instructional objects, the student will be given 10 objects to either identify, sort or
list the attributes of. When the student is assessed on whether he/she is able to sort based on the shape of the object, he/she
will be assessed using the 20 objects provided. The student will have 10 opportunities to produce common shapes using
malleable materials. In each assessment, competence will be shown when the student is able to provide accuracy at least
80% of the time.